Online Shopping Essays

Online Shopping Essays Online Shopping Essay Online Shopping Essay The attitudes of people toward he purchase online are different in Pakistan as compare to other Countries. The purpose of this study is to review the factors felt reservation of consumers in online shopping. The main objective fifths research is to study, especially what are factors affecting the consumers directly for online shopping. To this end, for this purpose use special Observations and also used study papers to develop a clean reports of factors affecting consumers buying behavior as a online Purchasers. The results of the survey analysis has shown that most of the people already shopping online and prefer to make their purchases online, but there are mom factors such as psychological factors, social factors, emotional factors, and the privacy factors, Education Factors, Culture, which affect the buyer attitudes of online purchases. The protection of privacy and providing security to Consumer Who Are Purchasing Online (Use Cards) are major problems that affect the behavior of the population to buy online. Various attitudes of consumers toward online shopping are not in rest in the study which reveals that the purchase online is easy, comfortable and better that conventional shopping due to various factors. Price, the trust, the convenience and the recommendations have been identified as important factors. Price was Considered to be the most fascinating and affecting factor for the majority of students and the general public. Most of the consumers hesitate not to do shopping online, because of the insecure payment and transactions systems. Purpose. Online Shopping In Pakistan, Factors affecting Consumers online Buying Behavior, Future of Online Shopping in Pakistan, Virtual purchasing Introduction: From The Last Ten Years Researchers and practitioners thinking new ways to motivate Customers to purchase using the electronic commerce. Hence they are looking with great insight the behavior of Customers. With the development of the retail E-commerce, researchers continue to explain E- attitude of consumers by different perspectives. E-commerce is the buying and selling of the goods and services online; internet is the best source to use this tool. Today the amount of trade that is conducted electronically using e-commerce has increased with a wide spread usage Of internet and technology. E- commerce includes transferring of funds online, Online Banking Services supply chain management, marketing over internet, In Pakistan it started as buying of online services from other countries virtually and it involved a omelet trade in which service was given through internet and money was transferred through credit Cards. The invention of the internet has created a new way of the Purchasing as compare to traditional way people shop. Customers are no longer tied to be waiting for opening of Shops; it may become active virtually at any time and any place to purchase products and services. The Internet is relatively new medium for the communication and the exchange of information which has become present in our daily lives. The number of Internet users is constantly increasing, which is also significance that online purchasing is increasing avidly. The Future of Online Purchasing now opening new ways for small investors to Invest and Work Virtually by Starting their Business. (Joins, Scorcher Schlep, 2003). Today managers are tapping into the power of e-commerce. Observing many feasible solutions to sinking business Sector Of Pakistan, A large number Of firms have acquired e-commerce for their business and have progressed through this tool. E business has emerged to be the one of the most important marketing and sales tool. With the help of E-Business you can purchase anything that is available on the internet. Critical understanding of consumer behavior in the electronic environment, as in this physical world, can be achieved if the factors that affect the purchase decision are ignored or unequivocal. For example, online consumers fears about the lack opportunity to examine products before purchase specifically regarded as influential factors in direct purchase Decision. Therefore, several researchers have proposed that the consumers purchasing behavior in online shops could Be Different. Buyers and frequent use of the Internet shopping expected more often will be marketed and enhances their confidence on web site for the less online prevalent and buyers. It is clear that some electronic markets unique characteristics. If the electronic means any ignored basic facts about consumer behavior, and because of this point more than promises and marketing electronic in this context business to consumers will not be achieved [Nuns, 2001]. Through e business different type businesses has gained an opportunity to increase their sale and can maintain a direct Relationship with its customers without any other person between you and your customer. E-business has helped a lot in the globalization of businesses throughout the world. Companies can easily market their product in the whole world And can create retreat market of their product. Ernst Young (2000) is stated that its cost and competitive prices, due to the purchase on the internet delivery but the products cinch to review the system and fear of credit card hacking consumers are major concern. Internet shopping refers to purchase of goods and services through the Internet. An internet negotiate incarnation applies to the psychological state of our customers, in terms of online shopping. Consumers are reluctant to buy products online and it has many reasons for this phenomenon because they consider that they do not believe in the recess of online purchases for the insecurity of credit or debit cards, the passwords, the Process of hacking information, less time to devote, unreliable, entrust;rotor, a breach of privacy and social risks. Research Objectives: What are the main factors, which concerns the on-line consumers to shop online on the Internet? how these Factors influence the consumers, when shopping online? Why is it that consumers delay or hesitate to make decision for shopping online? Literature Review. We always here the back comments about Internet and blamed that They Decrease Activity in local Circle, But now with a computer and access to internet a person can think globally to start a online Business. According to (Vestry Chapter, 2001) the internet can make it easier for businesses to have information on their products and services available to their potential customers. A company can meet the individual needs of the customer information to a lower cost per report to the dispatch of product catalog. Vestry Chapter, 2001 ) asserts that the businesses without physical presence must market themselves considerably, both online and off line, for that the Consumers to remember their name. Smith and Erupt (2003) have examined and identify the factors in their work hat affects the behavior of consumers. These issues have been identified as for the marketing effort, socio-cultural inf luence, emotional factor, the psychological factors and privacy factors, to the experience, the purchase and post -purchase decisions. They also show that consumers are affected by various psychological factors, such as perception, motivation, personality, attitudes and emotions. Due to the importance of making consumers feel secure and comfortable, the author argues that the information concerning the security must be to the mediation consumers in such a way that the sense of security is increased. The study clearly indicates that the trust and convenience are major influence for the online consumer shopping behavior, even if they are influencing the decision making process Smith and Erupt (2003). Research Methodology. According to Mr.. Trochaic, Random Samples can be selected from a selected Population whos Attributes Represents the Whole selected Population hence the Resultant Factors can be applied to the whole population because the random samples are considered to be Universal Attributes. In this Study used my observation and also Questionnaires from Random Samples Base on demographics Conditions Such as age, gender, sessions etc. Data Analysis and Findings, Table 1: Demographic summary of survey participants. Based on Genders Category Frequency Percentage Males 67 67% Females 33 33% Totals. 100 100% Based on Age 18-27 45 28-37 30 37-onward 25 25% The survey has been conducted on the 1 00 random samples of selected population. Hence, table: 1 Illustrate that 67% males and 33% females respondents participated in Online Shopping Survey. At the Same Time as 45% participants are 18-27 age of Group. And the 35% participant are 28-37% age group, while the rest of the category belongs to above the age group of 37 and more. The results of the Survey Reveals very extreme situation that mostly the young population (18-27) engaged in Online Shopping Online shopping is a new thing for people in Pakistan. But According to my Survey it reveals that Peoples in Pakistan very rapidly moving towards online shopping. About 44% peoples are engaged in online Shopping and 54% are not purchase online they also declare that they have never experienced do any kind of online shopping, Although most of them argue that they will buy online in future. Enormous and Fast expansion of Internet from the last decade, the people of Pakistan are taking interest in online shopping. They said that they want to purchase online while sitting in their homes and work place, after getting good service response, quality of product, competitive price and on time delivery through online shopping, then always try to recommend their friends and family members for online shopping. This to be the Evidence that 40% Peoples want to purchase Online but Due To Security Risks and flaws they Dont Purchase. Also price on the Online Store Comparatively high from local Stores. These are the Major Problems Demonstrated by the peoples they want an easy cash system and security also Form Filling Help Videos and easy to Understand Website. The overall results in chart 3 demonstrate that about 70% of the people positively believe that much time is saved while shopping online because it is the fact that when shopping online from home or office does not involve to leave that place, that could be consider as a time saving. On the other side about 27% of the people have neutral attitude about this and 3% of the people have negative attitude towards time saving factor through online shopping. Trust and security is the main factor that hinders people from purchasing online. This will investigate overall respondent attitude towards trust and security when shopping online. It has been asked from the respondent how much they felt secure when shopping online. The use of credit and debit cards and other account details while shopping Online creates a risk of disclose of personal details due to which it could be misuse of personal and account information of the customer. From The above Chart It can be illustrate that only 28% peoples trust and fell secure while purchasing online. Although the Purchasing Online Ratio is Higher as compare to trust factor but these purchaser also have fear of their privacy hacking and misuse of it. About 58% dont Felt Secure when archiving online and included also those who purchase online. In Questionnaire they said that they felt insecure when they enter their accounts information to an unknown Website who Guarantee they Dont Misuse Our Personal Information. Price is also a Factor which Peoples considered when purchasing Online. Usually Most of the online stores charge greater price as compare to local store so peoples dont consider to buy online a costly product. The Above Chart Clearly Showing that about 40% Peoples have the View That Things are Costly on the Internet, So, Thats Why They Dont Want to by Online. Chart 6 results confirms that almost 49% people have opinion in accordance with this fact that online shopping is convenient and easy as compare to shopping in the market. On the other side about 19% were in opposition to this perception that it is not very convenient and easy for everyone to find the right product easily through online Shopping. About 32 % were neutral in this regard that online shopping is neither convenient nor inconvenient. Overall respondents have a positive attitude towards online shopping is convenient. And they want to buy online. In Pakistan culture, there are bounties of the factors which are affecting inline shopping consumers buying behavior. For instance psychological, social, emotional and privacy factors have major effects on consumers buying behavior. Chart 7 results shows that 40% of the respondent has agreed on that Psychological factor is the main factor not to do online shopping and affecting consumer buying behavior. About 25% of the respondents pointed out the privacy factor, 20% pointed out social factor and 15% pointed out emotional factor affecting Pakistani consumers buying behavior. It has been mentioned that adverse to democratic belief, the consumers will not have to ay for privacy, and consists of the elimination of the revelation of the identity of the Internet Services. They Afraid Of Doing Online Transactions. The results of the survey in chart 8 demonstrate that 38% about of the respondents have agreed with this that different organizations would be able to market their products or brands through online shopping via Internet and they can offer cash discount deals on online shopping instantly. About 22% of the respondents neither agree nor disagree on online marketing and get discounted deals directly. And 40% of the respondents were in opposition to his stance and they had never get discounted deals through online shopping. Conclusion. The study was accomplished to discover the effects of online shopping towards the attitude of consumer buying behavior in Pakistan. Online shopping is getting more and trendier in Pakistan as well as in rest of the world but the velocity of online shopping in Pakistan is slower as compared to the entire world. According to our survey, online shopping is getting popularity in the young generation such as students and professionals. Students usually prefer to buy goods from its original source and they mostly prefer online shopping When a consumers to make purchases online to buy something, he or she is affected by assorted factors. The main influencing factors have been identified as, price, confidence, security, convenience, time, after sale service and discounted deals. The price factor exists because the prices are often lower through online shopping as compared with physical purchases in the market. Buy online can be of great benefit to the consumer in terms of convenience, saving time and money. One of the prime obstacles in the way back-up of online shopping is that people usually get petrified when the other computer demands the complete details of the customers. Due to which a customer gets anxious that his or her personal details may get disclosed and their precious money and account details get damaged. Tranquility is obviously necessary given that the consumer must share personal information (full name, delivery address and date of birth) and financial information (credit card detail) when shopping online.

Suffixes That Denote Relation or Resemblance

Suffixes That Denote Relation or Resemblance Suffixes That Denote Relation or Resemblance Suffixes That Denote Relation or Resemblance By Mark Nichol When we refer to something suggestive of William Shakespeare’s works, why do we write Shakespearean (or, seldom, Shakespearian) rather than Shakespearesque? Why is an epic tale labeled Homeric rather than Homerian? What’s the difference between Christian and Christ-like? Is there a method to the madness of these suffixes? The transformation of surnames into adjectives is fairly random, and writers are strongly advised to consult a dictionary or to research online usage rather than rely on common sense. When such a suffix has not yet been bestowed on a name, audition the four forms (-ean, -esque, -ian, and -ic) and select the most euphonious among them, but only after considering whether it’s wise to use any of the options at all, rather than to simply state that something is reminiscent of the works or beliefs of a particular person. It takes a significant achievement or, more likely, set of achievements to merit this form, and your attempt to honor someone may be interpreted as irony. The good news, however, is that attaching one of these suffixes to a person’s name is, in a satirical context, an effective form of mockery or parody. (Consider, for example, a reference to a vocalist’s Bieberesque stylings. But beware of clumsy constructions like Kardashianian.) In sincere usage, reserve -esque for the most deserving recipient names, as with Lincolnesque. The suffixes -ean and -ian the former form dominates, though the choice often seems arbitrary is suitable for most other references (Sartrean, Freudian). The -ic option is most suitable for classical (Platonic) or historical (Napoleonic) references. And note the conversion of names ending in vowel sounds: Themes suggestive of George Bernard Shaw’s philosophy or the tone of his work, for example, are called Shavian, and a worldview akin to that of Henry David Thoreau is Thoreauvian. The seemingly most sensible alternative to simply append -like to a name is rarely employed; the only widespread example that comes to mind is in the distinction between reference to Christian theology or values and to Christ-like behavior or appearance. (The suffix -like is usually attached to a root word without hyphenation, but an exception is made for proper nouns.) Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Spelling category, check our popular posts, or choose a related post below:Has vs. HadConnotations of 35 Words for Funny People5 Examples of Insufficient Hyphenation

Differences Between International Business Management and United Essay

Differences Between International Business Management and United States Business Management - Essay Example Different business management practices differ depending on the purposes and the scope of the business or the area it covers (Adekola & Sergi, 2008). There is the difference between international business management and United States business management. The international business management is a business that incorporates many factors as compared to the business management of America. The international business has factors like different government policies, cultures of different people and other foreign elements that are put into consideration, while the United States business management has only the domestic policy, one culture, and other internal factors that are considered when designing it. The American Business Management uses an individualistic approach where managers are the one who are responsible for the decisions made in their areas of the jurisdiction (Dewan, 2011). In this case, the decision always lies with the management though the other staff can discuss but the final say lies in the word of the boss. For the case of the international business, the board of management deliberates the matters affecting the busines s. The management approach here is not like the one of United States business management, but it entails deliberations that are made by the board and are implemented by the representative managers of various countries in the world. The accountability of the international business lies in the board of management where in consultation with the various managers of different countries they account for everything that is done in the business. The managers of American companies have a belief that the overwhelming success in a business brings real rewards. Thus, they tend to disregard the opinions of the other subordinates members (Punnett, 2014). This approach brings a lot of problems when the things go wrong and in meetings there are some incidences of

Statement,resume Essay Example | Topics and Well Written Essays - 500 words

Statement,resume - Essay Example Therefore, when I turned 18, I moved over to US for higher studies. Philadelphia was my first destination in US. I was fascinated by the culture of US and felt very happy at having migrated to US. US culture is unique. People from all over the world have integrated their respective cultures so well that the contemporary culture of US is a blend of all shades and necessarily reflects the presence and influence of all ethnic minorities that have ever lived or are still living in the US. One thing that I particularly like about the US culture is that it provides an individual with the freedom of expression. I find US an ideally democratic society. Here, I can wear what I want to, say what I like to, and live like and live with whom I want to. There are no social constraints, but this does not come as a compromise upon the ethical and moral standing of the society. I could not speak English until I moved to US. I joined a middle school in Philadelphia. For the one year that I lived in Ph iladelphia, I studied English. Besides studies, I have also involved myself in a lot of physical activities, particularly the out-door games. Soccer is my favorite game, and I am quite good in it. In addition to playing, I kill my time reading books as it has always been my hobby. I believe in spending time in a useful way.

Unknown Language Log Essay Example for Free

Unknown Language Log Essay Lesson 1 (1) Apparent lesson objectives (functions, structures, lexis and pronunciation) Lesson one consisted of an introduction to the new language, we were taught how to greet others and introduce ourselves, how to give personal information (though it was only regarding our nationality), the alphabet was introduced to us in order to explain further vocabulary, and along with it the pronunciation of the letters, and words which had two of the same vowels together and made a longer sound, so we realized that Finnish is a phonetic language, that is the opposite of English which is not. Moreover, we learned a few subject pronouns such as ’’he, she(which do not have separate pronouns, they are the same word), you and I’’, the present of the verb ’’to be (olen)’’, some well-rounded basic vocabulary in order to explain how a word can change its meaning by having two of the same letters together (’’mato’’ means worm, while ’’matto’’ means carpet), and possessive adjectives (only ’’My’’). There were many exponents used to teach us the functions previously said, introducing yourself/greeting (’’Mikà ¤ sinun nimesi on?/What’s your name?’’, ’’Minà ¤ olen Ricardo/My name is Ricardo’’, ’’Mità ¤ kuuluu?/How are you?’’, ’’Kiitos, hyvà ¤Ãƒ ¤!/Fine, thanks!’’), personal information (’’Mistà ¤ olet kotoisin ?/Where are you from?’’, ’’Minà ¤ olen uruguaylainen/I am Uruguayan’’). (2) Lesson structure (stages, presentation, practice, etc.) The main structure of the lesson consisted of an introduction to the language and the country, along with some cultural background, the teacher introduced herself and talked (always in Finnish) about Finland, and where she was born and lived. Then she taught us how to introduce ourselves and how to ask someone their name (a basic small talk including â€Å"How are you?†), and  introduced the subject pronoun ’’I’’, she acted as a model saying what her name was and then asking another student his name, then we did a chain drill where we all had to introduce ourselves to the classmate next to us, we repeated a few times (repetition drills) and then moved forward to the alphabet, consonants and vowels. She taught us basic vocabulary and the pronunciation when there are two of the same letters together in a word, which makes the sound longer or more plosive (depending if it is a vowel or a consonant), we did repetition drills after modeling of some words. Afterwards, we learned the possessive adjective ’’my’’, how to offer something to someone, and to give thanks, then again as practice we did chain and repetition drills offering a book to the classmate next to us and thanking for it. To end the first lesson we learned more subject pronouns such as ’’he, she and you’’ and how to say where we are from, and practised it with repetition drills. The structure itself was presentation and controlled practice consisting of drilling on each new language form. Although she checked if we understood the lesson by asking individually, the main goal was not achieved since most of the practice was repetition drills. We did no production since we were total beginners. (3) What kind of aids and handouts does the teacher use? When she gave the introduction to the country she used a map of Finland along with a flag, the whiteboard was her main aid to teach vocabulary, as she made drawings of the new vocabulary in order to not to translate. She used gestures all the time to give instructions or explain concepts, though when they were more abstract it was harder to understand. She pointed the person she was referring to, whether it was her or one of us, put her hands together when she wanted us to do an activity in groups (like introducing to each other). When she tried to convey by gestures the fact that Spanish and Finnish are more similar as languages alternately to English and Finnish, she separated her hands when referring to English, while putting them together when referring to Spanish (This was confusing, since I actually thought that English people did not get well with Finnish people, and  Spanish people did), when she taught us new vocabulary, for example animals, she did the gestures of some of them(like a cat, or a dog). (4) Personal response to lesson (progress, difficulties, ambiguities, interest, etc.) At first it was confusing as I did not know anything about Finland or Finnish, but through gestures and the aids such as the map or the drawings it became clear, although sometimes I could not understand the instructions and I had to watch what my classmates did in order to know what to do, since it was all drilling it was not so complicated. Regarding to interest, the teacher was very enthusiastic and had a nice attitude though doing drilling all the time was not really motivating. As she did not use L1 in the class, sometimes it was hard for me to follow the pace of the class and had to watch what my classmates were doing to continue. (5) Observed response of group – Please comment I realized that most of them had the same difficulties as me, the lesson was confusing at first, it got clearer after some time, and at certain points we could not follow the pace of the class. Although not all of them were like that, there were others who could keep the rhythm of it (Since we are not all the same when we talk about learning, we all have our ways and speed to learn). I did not find any of them motivated with the lesson, I believe there was too much drilling which does not encourage one to study or be interested. Lesson 2 (1) Apparent lesson objectives (functions, structures, lexis and pronunciation) Regarding lexis and pronunciation, we learned more basic vocabulary (the name of some of objects like hat, cat, orange, apple, dress, and the colours of them) and how to pronounce them, the functions where how to ask what object  is it and its colour(’’Mikà ¤ se on?/What is it?’’, ’’Mikà ¤ và ¤ri?/What colour is it?’’, ’’Omena on punainen/Apple is red’’). (We did not learn any specific type of vocabulary apart from the colours, there were mostly random objects and animals) (2) Listen carefully to the Teacher’s instructions. How does she give instructions? (Language used, gestures, visual support, concept-checking, etc.) She never spoke in L1, the instructions were always given in Finnish, but as learners, gestures were crucial, and she used them constantly. She also modelled what we had to do, so instructions were short and clear. She did concept-checking by drilling, she asked us to say what the image on a book she had was, along with its colour, and repeat. (3) If working in pairs or groups. Do you think the activity was successful? Explain why/why not. What did you learn from it? We did an activity which was based on vocabulary, we had to match the words with the images, I think the activity was successful for many reasons, since it was a kind of game, the activity was motivating and interesting, and the fact that it was a group activity made it even better, not only regarding motivation, but also helping each other, when one of us did not know a word, probably there was another who did, and therefore the activity was successful in my opinion. What I have learned is that making a group activity for the class is a good idea to make a change and not to do always the same (in this case drilling all the time as in the previous lesson), is motivating and therefore language acquisition is better. (4) Share your thoughts on the activities with your classmates and comment on theirs. We all agreed that there was too much drilling, the teacher could have done more practical things instead of making us repeat all the time which at some point became boring. The group activity we made was good to make a change  from all the drilling along with the activity we did in which we had to colour some drawings. But again, after colouring we did more drilling and repeated the colours several times. For me instructions were clear although not all of them believe the same, sometimes they found them confusing. (5) As a student, which activities in the lesson do you consider were the most valuable? Why were they valuable? As a student I believe that the most valuable activities were the one of colouring the circles and the group activity. The reason is because after doing so much drilling, I got really bored, and doing these 2 activities were a kind of ’’break’’ from it, but not only because they were motivating, I also think that both of them helped to lower the affective filter of the class, and by doing so, improving language acquisition. Lesson 3 (1) Apparent lesson objectives (functions, structures, lexis and pronunciation) The functions were how to ask and give information (asking what language do you speak, and where are you from), more subject pronouns were introduced (We, they, you [plural]), the numbers (and how to say them), we did concept checking of the previous class and corrected homework. The main structure was mostly a presentation or modeling of the task, and controlled practice with drilling. Exponents: ’’Mità ¤ sinà ¤ puhut?/What language do you speak?’’, ’’Minà ¤ puhun suomea/I speak Finnish’’, ’’Missa asut?/Where do you live?’’, ’’Minà ¤ asun Montevideossa/I live in montevideo’’. (2) How does the teacher respond to and manage error correction? (Self- correction, peer-correction, etc.) Whenever someone made a mistake during the drilling activities(for example repetition drills), the teacher would repeat again with the correct pronunciation, and in other exercises(writing down numbers in letters) when  it was not correct, she made a facial expression to indicate there was a problem and allowed self-correction. (3) Is there any revision of previous lessons? How is it done? Yes, when the class started we corrected homework which was to colour the drawings of some objects (the new vocabulary we learned the previous class), and write which colour it had. Then we checked the colours again on the book she had and did some drilling. As she connected previous topics with new ones it was useful for us, for example the vocabulary and the colours, she mixed both in one task, the same with numbers, when we had to count how many apples there were, or how many cars. (4) What techniques and aids does the teacher use to present the new aims? She repeated and re-phrased old language in order to associate it with new one to acquire meaning. Visual aids were also used, which helped us convey meaning, she used a book with the colours and objects, used the whiteboard to draw, or gave us handouts with drawings on them. She talked slowly when giving instructions or explaining something, always keeping eye contact, this made it easier to understand. Gestures were also heavily used, which was necessary to convey necessary meaning since we were total beginners. The use of drills was also used most of the times, mostly repetition drills. (5) Is there a focus on form, meaning or both? Since we were beginners, the teacher focused mainly on meaning, rather than on the form. She did not explain the tenses or rules of the language, but instead made sure that we understood the meaning of what she was teaching. We had plenty of communicative activities and drilling, so meaning was emphasized, also we learned a lot of vocabulary. We were thought the new vocabulary with functions (describing an object, counting objects) such as, ’’This apple is red’’, ’’What colour is this dress?’’, ’’There are three cars’’, ’’How many cars are there?’’. Lesson 4 (1) Apparent lesson objectives (functions, structures, lexis and pronunciation) New vocabulary was introduced to us, related to the seasons. She made a connection between the seasons and colours (’’Kà «sa on vihrea ja keltainen/Summer is green and yellow’’), also with vocabulary we saw on previous classes. We learned family vocabulary and how to ask someone’s relatives names (’’Mika sinun isà ¤n nimi on?/What is your father’s name?’’, ’’ Minun isà ¤n nimi on martti/My fathers name is Martti’’). (2) Pace is crucial in keeping students alert, motivated, engaged and â€Å"on course†. What comment would you make on the pace of the lesson observed? What factors are relevant here? Doing drilling activities certainly distorted the pace of the class as it became demotivating; the teacher also connected seasons with colours, which I believe was rather confusing instead of helpful. As she introduced new concepts to the class, she skipped others and left the students wondering some concepts, for example when the concept of the sun was thaught, she could have taught the moon. Moreover, when we made groups to play a game which was a kind of lottery with the seasons, it was quite boring, as it was too childish and easy for us. At some point I got bored of the constant drilling, or confused because of the connection the teacher was trying to make between seasons and colours. The most relevant factor is motivation, the pace of the class has to change in order not to bore students, a monotonous lesson is not good for language acquisition, and as it became confusing sometimes it became hard for us to follow the pace of the class. (3) Observing group. What external signs did they give of keeping up with the pace? (Or not) We managed to follow the pace of the class but at some points, some of us could not do it, as she taught too much vocabulary, and made relations  between them that were rather confusing (Making relationships between the colours and the seasons, made the lesson confusing). This was evident since when one of us was asked to carry on a task, we would not do anything and say we did not understood what she was asking us to do, facial expressions from my classmates also showed me that they were having difficulties. When following the pace was possible, it would be shown with concept checking or following the tasks instructions successfully. (4) Study the teacher’s physical position and movement in the class. Do you think these are planned and have a special purpose? Please give examples supporting your views. She did not stand on one side of the class or sit behind the desk, she would move through the whole classroom, which has the purpose of lowering the affective filter, and to motivate, also provides the idea that the teacher is the one in control of the class. She also moved when doing concept checking, when we had to do a task on our own or in groups she came to correct us instead of doing it with the whole class. The purpose of moving through the class is because of conditioning the environment, if the teacher sits all the class, students will become demotivating, the class becomes monotonous, by moving she gets our attention and makes us to be interested. (5) Points of contrast between English and L2 Finnish is a phonetic language, while English is not, pronunciation problems could happen for Finnish native speakers trying to learn English as they may find trouble discriminating the short and long vowel sounds such as sit-seat and pip-peep. In Finnish the verbs show tense by the addition of suffixes while English uses auxiliary verbs (’’Puhun [I am talking about/Puhuin [I was talking about]). The subject pronouns have no gender like in English (he and she are the same word in Finnish). Although Finnish and English words share the same letters, there are no cognates since the languages are from distinct language families. Also, many words which are uncountable in English such as furniture or people, can be counted in Finnish. Lesson 5 (1) Apparent lesson objectives (functions, structures, lexis and pronunciation) Lesson 5 was mainly concept checking and cultural approach to Finland. We corrected homework from the previous class and learned new vocabulary. We were taught how to say the plural of objects by adding a letter ’’A’’ at the end of it (’’Kissa/Cat’’, ’’Kissaa/Cats’’) (2) Was there a point in the lesson or a lesson in particular in which you felt that certain â€Å"cultural factors† affected either the teaching or your learning? Please explain and comment. The fact that she brought magazines, pictures, and other pieces of art related to Finland made the class more interesting and motivating, therefore it helped language acquisition, but since we were not learning any specific form or language rule it was not so successful (in the 5th lesson), as for the other lessons it made them more interesting as it had an influence on us, curiosity about the country motivated us and helped us on language acquisition and motivation. The video showed lots of aspects from Finland, being a video about something we did not know could be motivating, although we did not have a task and since it was all in Finnish it became rather ’’boring’’. (3) Is the teacher always providing information in the class? Have you noticed (s)he serves other roles? If you have, which are these? The teacher had many roles inside the class; she acted as a planner, as she planned the lessons and materials. The teacher had the role of a resourcer, providing students with information and tasks, as well as checking and clarifying language. She also acted as a language resource, by helping, modeling and answering language questions. She was also a facilitator, since she checked and clarified language, also a monitor, by checking and observing while we were doing the tasks provided. (4) Checking of learning. Can you identify if this took place? If you can, when did it happen and how did the teacher do it? When we corrected homework, which was an exercise based on numbers, she checked if we did right, but apart from that she started writing random numbers on the whiteboard so we would say which number it is, and therefore know if we learned the rule of how numbers are formed. No checking of learning was made furthermore, since we made no production because we were complete beginners. Conclusion as a learner: As a learner, I believe there was too much vocabulary, plenty of drilling activities that made the lesson demotivating, and really confusing at some points. I experienced a lack of motivation during the lessons, as they were monotonous, always doing drills and learning more vocabulary. Conclusion as a teacher: The classes could have been better prepared, so that they were not so monotonous, contexts were not used during any lesson which does not help students, and does not convey meaning, the activities were not purposeful (They did not show students the purpose of the language acquired). The aids used were adequate, gestures, realia, and pictures were helpful since they made the students more interested and helped them to follow the pace of the class. All in all, more variety of activities could have been used, as for the aids they were successful.

Shakespeare’s Othello is a Tragedy Essay -- Othel Literature Shakespea

Shakespeare’s Othello is a Tragedy A tragedy has many definitions, but the Merriam-Webster version defines it as: â€Å"a serious drama typically describing a conflict between the protagonist and a superior force (as destiny) and having a sorrowful or disastrous conclusion that excites pity or terror.† The latter part, about disastrous conclusion is true for Shakespeare’s tragedies, and Othello is no exception. Roderigo blindly follows Iago’s lead and while his contribution to the disaster is minimal at best, he still is able to feed Iago’s desire for revenge, as all the characters do. The only difference between Roderigo and the other characters is how he does it. Roderigo is madly in love with Desdemona and wants her for himself. The first sign of Roderigo’s desires comes from Barbantio when he speaks: â€Å"I have charged thee not to haunt my doors:/In honest plainness thou hast heard me say/My daughter is not for thee†¦Ã¢â‚¬ (I, i) Iago seduces Roderigo’s compliance in the disaster by dripping sweetened words of his attempts to sway Desdemona away from Othello. Roderigo, in his naà ¯ve and loving mind, give Iago the financial means to further his plot of disaster. Iago tells Roderigo that the money and jewels he spends go to Desdemona, but there is little evidence of this. And it seems unlikely that Iago needed large sums of money to exact his revenge on the Moor. He does it with words and a handkerchief, not rubies and emeralds. But Roderigo’s lust for Desdemona leads to his attempt to kill Cassio. After Iago has convinced Cassio to plea to Desdemona for his rank back, Iago is then able to convince Roderigo that the way to take Desdemona is to kill Cassio (IV, ii) because, according to Iago, Cassio and Desdemona are now sleeping together. It is ultimately his attempts to defile and kill Cassio that contribute the most to the tragedy. He causes Cassio to lose his rank (II, iii) and then attempts to kill him. The question Roderigo should’ve been asking himself is this: â€Å"If Desdemona is such a lovely, innocent creature, why does she jump from bed to bed? What makes me think that she’d stay in mine?† Emilia’s role in the tragedy seems very small at first. Iago mentions suspicions of unfaithfulness very early on (I, iii) but it is not these suspicions that Emilia contributes to her death and the death of others. Rather, it is the very simple action of... ... not a factor. So what drives Iago to commit all these acts? Jealousy is a major portion, but perhaps Iago views this all as a game as well. He prides himself on his wit and cunning and is appreciated for it by his peers. Perhaps it is ego that drives Iago to do all of this, a test of his skills to see if he can keep so many threads playing together and for his benefit. Almost all of his actions, plantings seeds of doubt (III, iii) or giving dangerous instructions (II, iii) lead to the tragic ending of the play. Even at the end, Iago refuses to explain his motives, by simply saying, â€Å"What you know, you know.† (V, ii). Perhaps this was Shakespeare’s way of saying not to look for a reason, but rather to appreciate what an amazing amount of cunning and patience this would’ve taken to pull off. In the end, Iago’s last words perhaps best suit the play. â€Å"What you know, you know.† Everything is presented for the entire world to see, with little hidden meanings to things and actions. Roderigo’s lust, Emilia’s fear and loyalty, Desdemona’s purity, Othello’s trust and insecurities, and Iago’s jealousy and ego contribute to the â€Å"disastrous conclusion that excites pity or terror.

Discuss Marxist’ Theory of Alienation

OUTLINE AND ASSESS MARX’S CONCEPT OF ALIENATION When considering the concept of sociology and its definition, one immediately thinks of trying to understand the world in which we live. However, for Karl Marx we should not only understand the world, but also seek to actively change it (Macintosh, 1997). The concept of alienation differs in terms of its sociological meaning in relation to that of the psychological definition and has been used to describe many other phenomena’s over the last four centuries.The aim of this essay is to assess the concept of alienation according to Karl Marx and explore his theory relating to four differing perspectives assigned to this, whilst also researching its historical roots and any relevance in today’s society. The concept of alienation in relation to sociology was developed by Karl Marx (1818-1883), a German philosopher, political economist, revolutionary and the founding father of Communism. His ideas for this theory originat ed in the writings of Feuerbach, who along with George W.F Hegel, were major influences on Marx. However, unlike Feuerbach, who believed that religion had a negative impact on human experience and that man was alienated from god, Marx considered man to be alienated from man in a social context. Indeed, Marx criticised Feuerbach’s work entitled ‘The Essence of Christianity’, which was published in 1841 for not developing the concept of alienation further by linking it to economic production strategies.In it, Feuerbach insists that visions of god being similar to their own image allow for them to alienate themselves from this fictionally created character. Therefore, issues regarding low self esteem and other social or personal problems can be diluted by visiting places of worship. He insists that guidance, leadership and solace can be found within the church. Indeed, Feuerbach argued that the church was used by the government as state apparatus to control society (Hughes et al, 1995 pp. 29-30).Marx took these points onboard and rather than relate them to religion, embraced it to include the notion that alienation was an objective condition associated with the social and economic attributes of capitalism, thus leading to alienated labour. For Hegel, human thoughts were continuously developing and advancing throughout history, thus providing a more knowledge and rational understanding of society (Hughes et al, 1995, pp. 25-26). Unlike, Marx, who states materialism and economic power, shapes our thinking, Hegel insists it is the other way round and that mind shapes matter.In other words, our knowledge shapes the need and inventiveness needed to shape future materials. Historically, according to Hegel, by exploring previous economic processes, then the material base on which societies, institutions and ideas are built are in evidence due to rational logic and natural progression. Marx however, disagrees with this theory. He believes that such ab stract ideas did not exist and therefore provided limited explanations relating to the social world. The true nature of human experience therefore and life were totally under emphasised.His theory of historical materialism was constructed further in future writings. ‘The first historical act is . . . the production of material life itself. This is indeed a historical act, a fundamental condition of all of history’ (Marx & Engels, 1976). His many writings, which spanned four decades, underpin what has become known as Marxist theory and are used to develop our understanding of many areas relating to social life (Abercrombie et al, 2000). However, Marxist theory is primarily based around the class conflict of the bourgeoisie, i. . ruling class who own the mode of production and the exploitation of the proletariat, i. e. working class who are forced into selling their labour. The 3 stages relating to the industrial revolution have led to his alienation theory being supporte d by many sociologists. First came the agricultural revolution (1700-1800), followed by the industrial revolution (1800-1950). The final stage of these phenomena was the service revolution from the 1950s to the present day. Economic and surplus values are at the heart of Marxist theory.For Marx, alienation is an objective condition associated with the social and economic attributes of capitalism and results in alienated labour. The main use of Marx’s theory relating to this concept is in relation to the form of labour in any given capitalist society. However, he also talks of ‘alienation’ in the sphere of social and economic relations (Turner, 1999) Marx argues that humans are denied their basic natural essence, and as such was only realised in their labour. This allowed for a creative activity which was carried out in unison with others.Marx was of the opinion that people transformed a world outside themselves. Now the processes relating to production were one o f ‘objectification’. By this he means that man now produces material objects that embody human creativity, yet leaves them feeling detached and separated from the creator. Once the product is objectified, man no longer recognises himself in the product and autonomous manufacturing techniques leave him feeling alienated. Within capitalist societies Marx identified four levels of separation resulting in the concept of alienation. 1) Within a capitalist society the worker has no control over the fate of their production, therefore alienating them from the results of their labour. Although having been involved actively in the production of such commodities the worker is left feeling subdued, unattached and emotionally removed from the end product. This is now controlled by others, and as increased production multiplies, so does the division and separation of the labour process. (2) The worker is alienated from the act of production. For Marx, no individual satisfaction is a chieved as the worker’s own creativity is alienated from production.Furthermore, external constraints forced upon the worker removes any attachment from the’ fruits of their labour’ and in doing so, the product ceases to be an end in itself with work becoming merely a commodity. To the worker, the saleability of the product is their only concern. (3) The worker is alienated from their ‘specific being’ or human nature. Marx states that the individual’s human qualities are deprived. This is due to the first two levels of alienation, as outlined above, reducing the workers creative production activities and thus removing themselves from their natural self being and converting them into social animals. 4) The worker is separated from other humans. The emergence of capitalism has transformed human social relations into market relations. According to Marx, people are now judged, not be their human qualities and attributes but rather by their positi on within the market (Giddens, 1970). For example the separation of labour is also the separation of man from man in relation to class conflict and competition and also lends theory to their alienation of the products of their labour.Capital itself can also be seen as a source of alienation because its accumulation generates its own needs which reduce people to the level of commodities (Haralambos, 1998). The above four levels of separation and alienation of man is intrinsically linked and can be used to identify phenomena in regards to any society. Many pro-capitalist economists agree with Marx’s theory that all humans are treated as commodities that can be rented and that everything can be traded for monies. For Marx, this ensures that the gap between rich and poor widens, with both lasses pushing in opposite direction. However, he attacks other economists’ interpretations of the causes of capitalism and believes that they do not distinguish between both capitalists and the workers. Marx argues that competition is seen as an enforcement mechanism of the capitalist’s mode of production (Reiss, 1997). According to Marx, as all aspects of feudalism are connected, then so too are all aspects relating to capitalism. He is quoted as saying, ’’the worker becomes the poorer the more wealth he produces’’ (Marx, 1976).In other words, as the worker increases production, this only enriches their bosses whilst they still remain poor. Capitalist economists however, view each aspect of feudalism as an accidental corruption in relation to capitalism. Marx also explores the historical development of alienation and its intrinsic link to the division of labour. As society changes and tribes and villages continue to expand, so too does the division of labour (Rius, 1996). For society to survive trade and exchange must occur.This leads to more growth in exchangeable goods which in turn leads to an upsurge in use-value and exchange -value commodities. When considering use-value, this relates to how in demand a commodity may be of use to the individual. However, exchange-value relates to what commodities can be traded for other objects. For Marx, commodity fetishism has attributed to the alienation of man from the fruits of their labour (cowling, 1989). There are many examples of alienation in today’s society. The term Fordism originates from Henry Ford and the techniques he initiated to instil mass production.Indeed, his ideas and practices are still dominant in today’s society and are at the forefront of all technological mass production facilities and businesses. To enable production on such a large scale, Ford redesigned the whole manufacturing capabilities of his workforce. Unlike industrialists of the nineteenth century where skilled labour and handmade crafts were a necessity in the making of goods, Ford recognised an ability to mass produce by giving individuals a particular task in relati on to their labour duties.This would be made possible by re-designing all machines to carry out one specific purpose, rather than numerous functions (Watson, 2003). As such, there was now no need for skilled persons in which to operate machines. Individuals were now taught how to use particular machines which they would now carry out monotonously for the rest of their employment. This de-skilling technique ensured minimum waste and maximum output as the machine only had one way in which to operate. Ford realised that once you standardise the design of the car, you can standardise the whole production system.Thus, with the standardisation of machinery producing standardised parts, it now allowed for mass reproduction as all parts are identical therefore interchangeable. Although production of Fords automobiles had increased rapidly, the initiation of Frederick Winslow Taylor’s (1856-1915) scientific management system would ensure mass production on an even larger scale. Taylor was the man who introduced ‘time and motion’ studies to the workplace. He carried out an experiment on a pig iron gang at work. By observing their working habits, Taylor was able to redesign their work pattern.Like Ford, his task was to break a job down into standardised parts. He initially listed a set of rules to which the workers must comply to and then instructed them when to start, walk, lift and stop. Once the experiment was complete Taylor found that their productive output had increased by 400%. Taylor’s results would now allow for managers to command instructions to staff who would carry out tasks they specifically assigned to. This would undoubtedly lead to a separation of labour and also man’s alienation from man, as people who had previously worked side by side where now given specific tasks (Hughes et al, 1995).Ford would eventually instil Taylor’s scientific management technique into his workplace to generate even more productivity. T o do this Ford introduced the assembly line. Before this point, many of his employees worked unsupervised and at their own pace. However, with the emergence of assembly lines, workers now had to work in unison with the speed of the production line, and not that of the individual. This technique has greatly enhanced fords production levels and as such, Fords’ automobile plant in River Rouge USA, is now the largest in the world.By the 1990s over 10,000 people were employed there and over 90,000 cars and trucks were being produced each year (Watson, 2003). . Other examples which support Marx’s theory on alienation include multi-national companies such as McDonalds and Burger King, who epitomise our need for fast food productivity and back up his argument of commodity fetishism. Regardless of which outlet of McDonalds visited, the consumer will receive identical foodstuff and levels of service due to the standardisation of the product (Huczynski, 1991). Also, such companie s are immediately recognisable due their uniforms and company logo.Mass reproduction is applied to give the consumer a standardised food source which consists of various items such as burger, bun, relish and tomato. A time scale is also in place and many of the products on offer are controlled by a timer which goes off when certain items such as French fries and burgers are deemed ready. The main objective is to get the product to the consumer as quickly as possible with the minimum fuss. This is made possible by the way each McDonalds’ outlet is designed. By using both Fordism and Taylorist techniques workers can produce vast amounts of food that can then be passed onto the consumer within seconds.Marx’s concept of alienation is evident here as there is no need for skilled workers such as cooks and chefs to be employed due to the nature and resulting end product of such businesses (Huczynski, 1991). A critique of Marxist theory would be to suggest that if alienation i s produced and enacted by humans, then surely they also have the ability to change and reverse it. It is also contradictory as individuals opinions of alienation differ in relation to each person’s objective situation and consciousness.Although it cannot be denied that workers within capitalist societies do contribute to the common wealth as stated by Marx, the emergence of flexi-time, paid holidays and overtime empowers the worker and enables them to generate extra sums of money for themselves (Watson, 2003). Also, working for someone else may perhaps lessen the burden experienced by others, such as those who own small businesses. It is easy to engage Marx’s suggestion that workers lack rights, and there is much evidence to support this with the emergence of sweatshops and low paid immigrant workers (Rattansi, 1982).However, trade unions play a significant part in readdressing these issues by way of fair representation. Many jobs available to the masses today, do in f act, alienate workers and help establish capitalist theories, but humans have the freedom to change jobs or start their own businesses and trade unions are also in place to protect and represent employees (Giddens, 1971) His ideologies can also be construed as outdated as most of his concepts and terminologies are from over 100 years ago.Man may have been separated by man in relation to labour over centuries, but although this may be true in some aspects, technology and working conditions have rapidly improved over the same period. We also have the ability to influence each other rather than work in isolation. It appears that his concepts of alienation, although significant in his earlier political works and in lending credibility to research at that particular time, are rarely given a second thought in his later writings.For this reason it could be argued that Marx no longer held the opinion that the alienation of man and the collapse of capitalism was a foregone conclusion. BIBLIO GRAPHY Abercrombie, N. Hill, S and Turner, B. (2000) Dictionary of Sociology Penguin Book Cowling, M & Wilde, L. (1989) Approaches to Marx, Open University Press Giddens, A. (1971) Capitalism and Modern Social Theory, C. U. P. Giddens, A. (1970) Marx, Weber and the development of capitalism Haralambos, M. (1986) Sociology – a new approach, Causeway Press LtdHuczynski, A. Buchanan, D. (1991) Organizational Behaviour, Prentice Hall Hughes, J. A. , Martin, P. J. , & Sharrock, W. W. (1995) Understanding Classical Sociology, London: Sage Macintosh, I. (1997) Classical Sociological Theory. Edinburgh University Press Marx, K. , & Engels, F. (1976 [1845-46]) the German Ideology, Part 1 London: Lawrence & Wishart. Rius, E. (1996) Introducing Marx, Icon Books Turner B, (1999). Classical sociology. 1st ed. Uk: Sage. Watson, Tony J. (2003) Sociology, Work and Industry Routledge

Crime And Victimization

She tastes that all individuals in a community have the potential of turning to crime in cases where destructive social relationships are upheld. The theory emphasizes that the socio-psychology interaction with various institutions is a renowned contributing factor to crime. It is evident that offenders turn to crime because of peer pressure and other legal involvements that tend to advocate for the criminal behaviors. This emphasizes on the point that any individual can be a criminal. Currently, there are diverse cases that describe of incidents where the youths have indulged in violence and crime and the effect it has on their families.A research conducted on the issues states that there is a connection of the childhood involvements that the individuals have and their behaviors. In most cases children exposed to domestic violence have been described as the most vulnerable to the situation and they portray poor social interactions and uncouth behaviors (Curran and Reinvent, 2001). I t is evident that if individual's criminal aspects are encouraged from their close relatives, they rarely make the right decisions and this usually results to crime.In this case, children are supposed to be taught on how to behave and the issues that are acceptable in the community since they learn most from what they see. The theory emphasizes that no individual is born with the attributes of a criminal, instead they are influenced to commit crime by the people they grow looking up to (Dressier, 2002). 2. Discuss one (1 ) real-life scenario involving criminal activity, identifying the federal, state, and / or local agency (sees) with jurisdiction. Explain why the agency (sees) that took the case was the appropriate one for the particular circumstances.Late last year, Claire Davis, a 1 7-year old student was shot and killed by Karl Pierson at Arapaho High School in Colorado. Karl was said to have been on a revenge mission against a librarian who he did not find and decided to turn h is anger towards his schoolmates (Arapaho High School shooting victim dies CNN. Com). He fired randomly in the hallways with his pump action shot gun which he later used to kill himself. The state police were the first to arrive and were fully in charge of the investigations from the beginning.This case was zestfully handled by the state police since violent and gun crimes fall under their jurisdiction. 3. Describe a recent incidence of crime that occurred within your community. Suggest how implementing at least one (1 ) of the changes that SST. Evans had discussed and another change of your recommendation would have changed the circumstances of the crime that you selected. Recently in my neighborhood, an elderly woman was ambushed by three young men and robbed of cash and personal belongings at knife point. She had come from doing her grocery shopping at the local store which is open till ate.She was attacked as she was walking to her car in the dimly lit car park which is in a sec luded place away from other businesses. This is one of the incidents that have been reported to have occurred around the area and many individuals have turned out to avoid the local stores. However, the local store is usually opened till late hours and it is convenient for many shoppers since the surrounding stores usually close earlier. This has contributed to the place being an easy attack spot for the thugs who are usually heavily harmed.The region is secluded making it hard for shoppers to get help even after raising alarm. There are minimal occupants around the homes surrounding the local store and the street lights along the store have been broken. The local store car park is also dimly lit and this has made it easier for the thugs to target and attack the shoppers. According to SST. Evans, he recommends that individuals should avoid going to the shopping center alone. This will minimize the chances of the shoppers being attacked by the thugs. It is important that individuals consider their safety and visit the stores early. Crime And Victimization These individuals take the time to think out a plan for the rime from start to finish and consider only an easy self-centered profit motive. There is no regard or consideration for victims or their respective feelings. (Siegel/ World, 2013). The most serious crime that can result from this thought process is capital murder. Consider the recent real-life crime scenario involving the death of William Rounder, â€Å"Bill† Deviate, 55, and the visualization of his wife outside Marvin United Methodist Church, Columbia County, Georgia.Daniel Nelson Robinson, a Florida man committed these heinous crimes for the purpose of obtaining monetary gains in the form of cash. Additionally he appeared in need of a vehicle to leave the area to travel to his home area of Jacksonville, Florida. The grand jury charged Robinson age 21, with felony murder, armed robbery, motor vehicle theft, possession of a firearm during the commission of a crime. The District Attorney of Columbia County, Georgia, Ashley Wright is seeking the death penalty for Daniel Nelson Robinson.Robinsons felony criminal behavior reflects Rational Choice Theory because Robinson was seeking expediency in his criminal behavior to obtain easy cash and immediate escape in Davit's SUB toward Jacksonville, Florida, ( Rowel, 2014). Many Criminologists would argue that Robinson is a psychopath because of the recurring theme of his criminal behavior. He was on parole. This criminal offender demonstrated total disregard toward human life and lacking a moral arm since this also occurred on Church property.Psychodrama Theory suggests that his psychopathology' reflects a lack of conscience and disregard toward helpless females since he did assault Davit's spouse. It would appear that Robinson was a delinquent, (records sealed,) and was placed on parole after a life Of youthful criminal behavior if not delinquent behavior. Another example of a criminal visualization is the national and sensational criminal case of the serial killer from the State of Indiana, Adrian Eden Van.This week Van pleaded not guilty though he confessed earlier to investigators killing prostitutes and disposing their lifeless bodies in abandon, run down houses in Gary, Indiana. Reportedly he admitted to the brutal murders of seven women. Many more women may have been sealed by Van. He is a former Marine who has a history of sexual assaults, victimizing women in the State of Texas and the State of Indiana. Investigators suspect many other jurisdictions ND municipalities are looking into their unsolved murder cases. Complex as these serial sexual homicides appear, investigations are at this time incomplete.State Police in Indiana and the Texas Rangers are sharing forensic data and trace evidence. In addition due to Van's comments about visiting the dead bodies of the women who were abandon in unoccupied houses, Federal Investigators are directing resources to assist local, county and State law enforcement to complete what wil l be an extremely lengthy and exhaustive criminal investigation. Adrian Eden Van was married sixteen years and had a biological son, (NBC News, 2014). Both spouse and son were never victimized by Van's penchant for violent, sadistic sexual behavior.Law enforcement officials from various jurisdictions are attempting to piece together Van's elusive past and apparent psychopathology history of disdain toward women, especially prostitutes and the disadvantaged. Perhaps no other case of extreme visualization in recent years parallels that of the brutal assault and battery of a young couple on the River Front, at Augusta, Georgia. The beatings were so severe that Kevin D. Richardson was charged with two counts of attempted murder. Robbery Moses, 21 and Kevin D. Richardson attacked two young people sitting on a bench on the River Walk near Fort Discovery, Augusta, Georgia.Richardson uses a metal baseball bat. Moss, his accomplice assisted without provocation. Both defendants, although sepa rated after the cruel behavior of visualization, were caught. Moss was apprehended in Newbury, SC. Richardson caught much later and appeared to have a criminal history. Richardson was reportedly involved in another assault in Downtown August the previous evening. The beating was so severe that Wesley Spires requires months of hospitalizing. He received broken hand and facial fractures requiring reconstructive surgery.Local business provided a ten thousand dollars reward for information and for the apprehension of these criminal suspects. River Walk Augusta at the Fort Discovery landing is a rather secluded poorly lit area on a sparsely travel or visited walkway on the Savannah River during evening hours. Police patrols are more recurring at the upper area on the River Front. Sergeant Evans' noted Problem Oriented Policing attempts to react proactively. Considering this brutal criminal behavior, proper lighting and cameras may have been an effective deterrent.Strategic location of ca meras along the River Front Augusta, Georgia, advertising camera locations and monitoring devices, as well as signage indicating routine police patrols may have abated, if not eliminated this criminal element, and social deviates from downtown Augusta, Georgia. This senseless criminal act of assault and battery with intent to cause serious injury indicates that criminals are impulsive and adept at finding opportunity preying on weak and at times the infirm. Curfews or area closings would be entirely appropriate within this area on the River Front t the Savannah Rivers edge.

A Study On Zero Tolerance Policy Social Policy Essays

A Study On Zero Tolerance Policy Social Policy Essays A Study On Zero Tolerance Policy Social Policy Essay A Study On Zero Tolerance Policy Social Policy Essay Essay Topic: 6th Grade 7th Grade There are 100s if non 1000s of pupils in any given school. The sheer size and magnitude of the pupil population encompassed in these schools leads to complications of school safety. Zero tolerance is a policy which was brought about implementing school safety more steadfastly, and aimed to better protect pupils. However, the manner in which these pupils are protected is extremely problematic, doing the zero tolerance political orientation really controversial. Precisely which attack is most effectual in protecting a pupil, allow entirely, 1000s? Is strictness more effectual than lenience? Excessively rigorous policies aim to protect the bulk, nevertheless, independently punish those who have to cover with the wrath of nothing tolerance, those who violate the regulations. Excessively indulgent policies can take to awful events, nevertheless, give pupils a sense of ground, in bend making an apprehension of what they have done incorrect. In the long tally which method is most effectual in protecting pupils? These type of inquiries, along with the extra sum of questionable instances, compose a extremely controversial subject. The well being of a pupil is the individual most of import factor for public schools. No parent would of all time direct their kid to school if there was a high chance of force. For this ground there are people who favor zero tolerance. Domoine D. Rutledge, general advocate for the East Baton Rouge Parish School System in Louisiana, reports that zero tolerance policies have aided in making a civilization interior schools that certain things will non be tolerated, period. However, whether or non that policy is effectual relies on how reasonably it s enforced and how systematically it s enforced. He continues stating that: Schools territories have had to truly equilibrate the involvement of the whole school, the pupil organic structure, instructors and module. . . every bit good as the rights of single bad histrions. The ability to strike that balance, and to make it reasonably, more than likely influences the effectivity of the zero-tolerance policies. Whether or non zero tolerance is effectual brings about more argumentative stuff. Statistical informations studies a important bead in school homicides following the 1999 school hiting at Columbine High School in Littleton, Colorado strongly proposing, as Rutledge advocators, nothing tolerance has in fact led to safer schools for pupils. ( nces.ed.gov ) Kay S. Hymowitz, a contributing editor for a magazine published by the conservative Manhattan Institute, stated that, The apprehension of a brace of New Jersey 8-year-olds for indicating paper guns at schoolmates was merely the sort of episode that leads people to oppugn zero-tolerance policies. ( Bill itteri ) Statements such as those insinuate a footing of anti-zero tolerance and farther complicate the contention. However it must be noted that, It s non so easy to separate the cut-up from the wild-eyed stripling with a [ lethal ] program when lives are at interest, Hymowitz says. ( Billitteri ) How is one supposed to cognize the purposes of a giving state of affairs? While the general consensus will no doubtingly hold that a brace of 8-year-olds pose small to no menace, on the little opportunity of an event occurring, the inquiries of why were nt they stopped or how could you presume will undeniably be asked, and in this sense, it is without a uncertainty better to presume the ugly and stop up being incorrect, than to presume no injury and stop up with fatal effects . Hymowitz continues, saying that, Zero tolerance may be more symptom than remedy for the uneasy disciplinary clime of our schools. Certainly it s no concluding reply to out-of-control 5-year-olds or revenge- crazed adolescents. But as the menaces continue and the bombs and guns appear, it s all we ve got. ( Billitteri ) Bringing back the subject of effectivity, those with the get-tough attitude informant no cogent evidence of zero tolerance policies making a safer environment in schools. In fact, a decennary of research on such policies by the American Psychological Association have concluded that zero tolerance can really increase bad behaviour and besides lead to higher dropout rates. Schools are non any safer or more effectual in training kids than before these zero-tolerance policies were implemented, the association said. ( APA ) There is much argument environing zero tolerance, nevertheless, the existent jobs arise when nothing tolerance is set in gesture. The inquiry at manus to those who oppose zero tolerance falls into the legitimacy and equity of penalty. In Newark, Delaware a 6 twelvemonth old male child took a encampment utensil which can be used as a knife, fork and spoon to school. Naturally anyone can safely presume there is no injury, nevertheless, Zachary Christie received 45 yearss in the territory s reform school. ( Urbina ) In this instance, the well being of the pupils environing Christie is thrown out of the window and it comes down to its consistence in being enforced. The male child clearly had no purpose in doing injury, nevertheless, was treated as if he was. The lone ground he was apprehended as a felon was to put an illustration. Those who think to convey anything similar to school, be it a fork, a knife, or gun, will believe back to Christie and decided non to. While this incident might look like one of a sort, unluckily, it is far from that. Zachary Christie is non entirely, there are smatterings of instances wh ich bring approximately much contention over zero tolerance. During October of 1999 in Atlanta, Georgia a 15 twelvemonth old South Cobb High School sophomore brought an unloaded gun to school. When school functionaries found the gun in his back pack he was instantly and for good expelled from the school territory. ( Skiba 3 ) A 6th grader at Whitman Middle School in Seattle, Washington brought a pip-squeak gun, painted black and brown to school during September of 1999. He was expelled after the gun fell out of his book bag during tiffin. ( Skiba 4 ) David Silverstein, a 7th grader in Glendale, Arizona, motivated by the movie October Sky, brought a homemade projectile to school made out of a murphy bit case shot. Considered a arm, school functionaries suspended him upon reaching. ( Skiba 4 ) During May of 1999 in Pensacola, Florida a sophomore received a 10 twenty-four hours suspension and was threatened with ejection after lending her nail limiters to a friend temporarily. Quoted f rom the principal, Life goes on. You learn from your errors. We are urging ejection. ( Skiba 4 ) On the forenoon of a late June twenty-four hours in 1998 two high school seniors in Pinellas County, Florida arrived to school and were instantly expelled. School functionaries were tipped off that the male childs had skipped school and smoked marihuanas with some friends. A federal entreaties tribunal ruled against the territory, saying that the school had non even a shred of grounds that the two male childs were under the influence at school. ( Skiba 5 ) In February of 1999 in Ewing, New Jersey a fresher was accused of taking drugs and was asked to see the school nurse to look into his pulsation and blood force per unit area. His leery behaviour which forced this drug screen upon him was because he dozed off in his societal surveies category. The chief instantly suspended him after he refused to subject to a drug trial. Finally the male child was forced into taking a drug trial as the rule declined to readmit him until he had done so. ( Skiba 5 ) A sophomore at Westlake High School in February of 1999 was suspended for two full school hebdomads after he announced his Gallic instructor was non fluid in the linguistic communication during the school s forenoon proclamations. School functionaries considered the remark as a verbal onslaught against the instructor in an effort to warrant their actions. ( Skiba 6 ) These instances do nil but illustrate the negative facets of zero tolerance. However, one can see the statement for nothing tolerance as any farther actions were eliminated before they could happen. Even though, at what point are schools directing the incorrect message, and finally, when will this incorrect message be more damaging to pupils? Another subject of treatment is the message nothing tolerance sends to the pupils. Should the penalty fit the offense? Those in favour of zero tolerance tend to believe the lone manner to clear up right from incorrect is to purely implement school policies, and systematically implement them. While this without a uncertainty protects the pupils from possible menaces, at the same clip one can oppugn whether or non this besides sends a negative message. Punishing a pupil for a junior-grade error with sedate effects instills fear among the pupil population and scares them into conformance. This is non a message pupils should be having. Treating those like Zachary Christie, to utilize as an illustration, can negatively impact their mental wellness. It s much more hard for Christie to state right from incorrect, and in his head, he has non done anything incorrect, yet still received penalty. To Christie he got punished for nil, which will impact his psychological well-being unconstructivel y. How will he larn from his error and how will he look at other things in life now that he has been independently punished for such a little and guiltless act? He is 6 old ages old, he does non necessitate to travel through this. Another negative facet of nothing tolerance is that it hinders instruction. Students unnecessarily miss school to function their penalty which besides leads to future jobs. Julia Steiny, a former member of the Providence School Board, reported that a child [ pupil ] who s been suspended is statistically at high hazard of dropping out of school. ( Steiny ) Supporting zero tolerance, Kay S. Hymowitz, a contributing editor for a magazine published by the conservative Manhattan Institute, wrote that It s non so easy to separate the cut-up from the wild-eyed stripling with a [ lethal ] program when lives are at interest. ( Billitteri ) To school functionaries, the premise of swearing a pupil who has made a error, or is jesting about, is a much greater hazar d. One can non truly cognize the purposes of a given state of affairs, merely can one presume what is traveling on. To those who are pro-zero tolerance, safety comes foremost, no affair how complete. Zero tolerance is a really challenging subject merely because of the complexness behind it. Those in favour brand improbably obliging and persuasive statements. However on the impudent side, those who are against it do merely as valid statements. I believe there is excessively much information out at that place to be able to claim being on one utmost terminal of the spectrum, whether it s for or against zero tolerance. While to some extent zero tolerance is effectual, after traveling through the plethora sum of research, I finally believe zero tolerance is a hinderance and a negative facet on school safety. Not ended, but rethought I believe zero tolerance demands to travel through. While the nucleus thought behind it, safety for every pupil, sounds great on paper, in pattern, it has evidently failed. While there are non many, there are still several instances where little Acts of the Apostless have led to obscene penalties, wholly blown out of proportion. Another negative facet of n othing tolerance is that it sends the incorrect message to pupils. For these grounds, zero tolerance demands to stop in public schools, and needs to be rethought. Plants Cited American Psychological Association. Zero Tolerance Policies Are Not Equally Effective As Thought In Reducing Violence and Promoting Learning In School. APA Press Release. 9 Aug. 2006. Web. 10 Dec. 2009. A ; lt ; www.apa.org/releases/zerotolerance.html gt ; . Billitteri, Thomas J. Discipline in Schools. CQ Press Electronic Library. 15 Feb. 2008. Web. 23 Nov. 2009. A ; lt ; hypertext transfer protocol: //library.cqpress.com/cqresearcher/document.php? id=cqresrre2008021500 gt ; . Hymowitz, Kay S. Zero Tolerance Is Schools First Line of Defense. Manhattan Institute. Newsday, 18 Apr. 2001. Web. 10 Dec. 2009. A ; lt ; www.manhattan-institute.org gt ; . Indexs of School Crime and Safety: 2007 Executive Summary. National Center for Education Statistics ( NCES ) Home Page, a portion of the U.S. Department of Education. Dec. 2007. Web. 11 Dec. 2009. A ; lt ; hypertext transfer protocol: //nces.ed.gov/programs/crimeindicators/crimeindicators2007/ gt ; . Steiny, Julia. Julia Steiny: Zero-tolerance policies in schools need to stop. Rhode Island, Providence, intelligence, athleticss, amusement, ads | The Providence Journal. 31 Mar. 2009. Web. 23 Nov. 2009. A ; lt ; hypertext transfer protocol: //www.projo.com/opinion/columnists/content/edwatch_0531_05-31-09_HOEGMRG_v7.29f5eaa.html gt ; . Trump, Ken. Zero Tolerance and School Safety. School Safety and School Security Experts: National School Safety and Security Services. Web. 23 Nov. 2009. A ; lt ; hypertext transfer protocol: //www.schoolsecurity.org/trends/zero_tolerance.html gt ; . Skiba, Russell J. Zero Tolerance, Zero Evidence. Rep. Indiana University: Indiana Education Policy Center, 2009. Urbina, Ian. It s a Fork, It s a Spoon, It s a Weapon? The New York Times Interrupting News, World News A ; Multimedia. 11 Oct. 2009. Web. 23 Nov. 2009. A ; lt ; hypertext transfer protocol: //www.nytimes.com/2009/10/12/education/12discipline.html gt ; .

Future Forms for English Learners

Future Forms for English Learners There are a number of future forms in English, just as there are different forms for the past and present. Lets take a look at examples of the four different forms: Simple Future, Future Continuous, Future Perfect, and Future Perfect Continuous used to speak in English about the future. Peter will be at work tomorrow. - Future SimpleShes going to travel to Hong Kong next month.- Future with Going toJennifer will have finished the report by ten tomorrow. - Future PerfectDoug will be enjoying a good book at this time next week.- Future ContinuousI will have been working for six hours by the time I finish this. - Future Perfect Continuous The following article takes a look at each of these forms, as well as some variations in future tense usage with clear examples to help explain the use of each. Listed below are examples, uses, and formation of Future Forms. Uses of the Future With Will The future with will is used for a number of situations: 1. Used for Predictions It will snow tomorrow.She wont win the election. 2. Used for Scheduled Events The concert will begin at 8 oclock.When will the train leave? Used for scheduled events 3. Used for Promises Will you marry me?Ill help you with your homework after class 4. Used for Offers Ill make you a sandwich.Theyll help you if you want. 5.  Used  in Combination with Time Clauses  (as soon as, when, before, after) He will telephone as soon as he arrives.Will you visit me when you come next week? Uses of the Future With Going To 1. Used for Plans   The future with going to is used to express planned events or intentions. These events or intentions are decided on  before  the moment of speaking. Frank is going to study Medicine.Where are they going to stay when they come?She isnt going to buy the new house afterall. Note: Going to or -ing are often both correct for planed events. Going to should be used for distant future intentions (example: Hes going to study Law) 2. Used for Future Predictions Based on Physical Evidence. Oh no! Look at those clouds. Its going to rain.Be careful! Youre going to drop those dishes! Use of Future Continuous Use the future continuous to speak about what will be happening at a specific time in the future. She will be sleeping at 11:30.Tom will be having a good time this time tomorrow. Use of Future Perfect Use the future perfect to speak about what will have been finished by a time in the future. I will have finished the book by tomorrow.Angela will have fond a new job by the end of the year. Use of the Future Perfect Continuous Use the future perfect continuous to speak about how long something will have been happening up to a point of time in the future. They will have been studying for five hours by six oclock.Mary will have been playing golf for five hours by the time she finishes. Uses of Present Continuous for the Future Its also possible to use the present continuous for planned or personally scheduled events. Usually used with principle verbs such as: come, go, begin, start, finish, have, etc. Note: Going to or -ing are often both correct for planned events. Going to should be used for distant future intentions (example: Hes going to study Law) Hes coming tomorrow afternoon.What are we having for dinner?Im not seeing the doctor until Friday. Common future time expressions include: next (week, month, year), tomorrow, in Xs time (amount of time, i.e. two weeks time), in year, time clauses (when, as soon as, before, after) simple present (example: I will telephone as soon as I arrive) soon, later.

Justice Blackburns rule in Rylands vs. Fletcher Assignment

Justice Blackburns rule in Rylands vs. Fletcher - Assignment Example A few days after the completion of the reservoir, water from the same flooded into Person Y’s land despite there being no unusual rainfall or flooding. The case went through various stages of the court system and ended up before the Court of Appeal, being the Exchequer Chamber of six judges, in 1866. There Justice Colin Blackburn stated the following which has now come to be referred to as â€Å"Justice Blackburn’s rule in Rylands vs. Fletcher†. "The true rule of law is, that the person who for his own purposes brings on his lands and collects and keeps there anything likely to do mischief if it escapes, must keep it at his peril, and, if he does not do so, is prima facie answerable for all the damage which is the natural consequence of its escape. He can excuse himself by showing that the escape was owing to the Plaintiff’s default; or perhaps, that the escape was the consequence of vis major or the act of God; but as nothing of this sort exists here, it is unnecessary to inquire what excuse would be sufficient." It should be noted that Justice Blackburn’s rule was accepted with a slight modification by the House of Lords. The House of Lords imposed a restriction on the rule by stating that it is applicable to "nonnatural" use of the defendants land, as distinguished from "any purpose for which it might in the ordinary course of the enjoyment of land be used." A creditor can institute an action in the county court for the amount due to him by the debtor. If the amount is paid the debtor can avoid the judgment being given against him. A claim form is sent by the creditor to the debtor stating the claim that he has against him. If the debtor pays the debt in full along with interest and court fees, a CCJ is not issued and a court hearing avoided. On the other hand, if he wishes to pay later or in installments the debtor should fill in the form stating how he wishes to pay the debt – a CCJ will, however, be issued in this instance.

Devolution Essay Example | Topics and Well Written Essays - 2500 words

Devolution - Essay Example Regional or local governments who get the power of home rule may also get some legal powers to have their own legislative framework and legal rules which they can apply to their region exclusively. In the United Kingdom, a case of devolution in seen in the 1997 referenda in Wales and Scotland when a devolved or regional government was created and this was followed by the establishment of Scottish Parliament, National Assembly for Wales, Northern Ireland Assembly and Greater London Assembly in 1999 (see O'Neill 2004; Trench 2004). The proposals for a devolved state in Wales and Scotland were made in 1979 although the actual implementation of such a proposal could only be made two decades later. However there have been no devolved governments or devolution within England as the Labour government faced defeat in their proposals for a devolved regional government in North East England in 2004. Since then there have been no successful plans of devolution or formation of local and regional governments within England and all are failed plans. Apart from Wales and Scotland, there has been a system of home rule in the US as District of Columbia represents a regional and devolved government and is under the sole control of the United States Congress and the district government was created by statute. ... Fothergill discusses three government reports to argue that the new directions set by the Labour government do not take account of the accumulated knowledge or even the long history and background of the UK regional policy, Thus the regional policies which are already existing have serious lessons to impart which the new approach of Labour government seems to be overlooking or ignoring. The paper further states that, 'The new approach (of Labour) also prioritizes the devolution of decision-making over positive discrimination from the centre in favour of less prosperous areas'. Thus devolution has become not just a means of constitutional settlement but a dynamic process of change with possible uncertain consequences. In the later part of the analysis we will consider the process of devolution using case studies, examples and research reports. Implications of Devolution Even following devolution, there are many issues and concerns that are applicable to devolved governments. Elliott et al (2005) write that public sector pay is of critical concerns to governments of Westminster and Edinburgh. Public sector pay accounts for the major part of the government's expenditure and when not controlled by the central government, may have to be controlled according to budget in case of regional or devolved governments. The quality and range of services provided by the public sector is largely dependent on this pay controlled by the government. Within the UK, there is a national rate of pay that may not be sensitive to labour market conditions. However many recent changes have been made and consequently in Scotland there have been pay scale revisions and "public sector